Rising above? Implications of complexity for theories of learning

Michael J. Jacobson; Peter Reimann; Manu Kapur; Sten Ludvigsen; Stella Vosniadou; Sasha Barab; Mitchell J. Nathan; Clark Chinn

Rising above? Implications of complexity for theories of learning

Michael J. Jacobson, Peter Reimann, Manu Kapur, Sten Ludvigsen, Stella Vosniadou, Sasha Barab, Mitchell J. Nathan, Clark Chinn

Graduate School of Education, Education Psychology

Research output: Contribution to journal › Conference article › peer-review

1 Scopus citations

Abstract

A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.

Original language	English (US)
Pages (from-to)	1328-1333
Number of pages	6
Journal	Proceedings of International Conference of the Learning Sciences, ICLS
Volume	2
Issue number	2018-June
State	Published - 2018
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

@article{a959a257c7cd4eaab1187a2141dedbfe,

title = "Rising above? Implications of complexity for theories of learning",

abstract = "A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.",

author = "Jacobson, {Michael J.} and Peter Reimann and Manu Kapur and Sten Ludvigsen and Stella Vosniadou and Sasha Barab and Nathan, {Mitchell J.} and Clark Chinn",

note = "Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count ; Conference date: 23-06-2018 Through 27-06-2018",

year = "2018",

language = "English (US)",

volume = "2",

pages = "1328--1333",

journal = "Proceedings of International Conference of the Learning Sciences, ICLS",

issn = "1814-9316",

publisher = "International Society of the Learning Sciences",

number = "2018-June",

}

TY - JOUR

T1 - Rising above? Implications of complexity for theories of learning

AU - Jacobson, Michael J.

AU - Reimann, Peter

AU - Kapur, Manu

AU - Ludvigsen, Sten

AU - Vosniadou, Stella

AU - Barab, Sasha

AU - Nathan, Mitchell J.

AU - Chinn, Clark

N1 - Publisher Copyright: © ISLS.

PY - 2018

Y1 - 2018

N2 - A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.

AB - A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.

UR - http://www.scopus.com/inward/record.url?scp=85053871965&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053871965&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:85053871965

SN - 1814-9316

VL - 2

SP - 1328

EP - 1333

JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

IS - 2018-June

T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count

Y2 - 23 June 2018 through 27 June 2018

ER -

Rising above? Implications of complexity for theories of learning

Abstract

All Science Journal Classification (ASJC) codes

Other files and links

Fingerprint

Cite this